Moving Beyond the Margins: A Phenomenological Study of Elementary Social Studies Teachers Incorporating Historically Marginalized PerspectivesArtinger, Jocelyn VanStory (2024) Moving Beyond the Margins: A Phenomenological Study of Elementary Social Studies Teachers Incorporating Historically Marginalized Perspectives. Doctoral Dissertation, University of Pittsburgh. (Unpublished)
AbstractSchools, and subsequently teachers, have found themselves at the center of the nation’s most recent “culture war.” Vitriol over the honest teaching of social studies has been discussed in school board races, state legislatures, national media conversations, and presidential politics. This study sought to understand the essence of what it means to be an elementary social Through purposeful and criterion sampling, I recruited and interviewed six educators working in four predominantly white, suburban, high-performing school districts in two states, who attempt to incorporate marginalized perspectives into the elementary social studies curriculum. All semi-structured interviews occurred individually, virtually, using the Zoom platform. Interview protocols were used consistently in each interview; however, follow-up questions were asked for clarity on a case-by-case basis to allow for a deeper understanding of each educator’s experience. The research approach was grounded in hermeneutic phenomenology, which captures the essence of the participants’ experience and allows the researcher to analyze, interpret, and make meaning of those experiences without suspension of their own personal beliefs or experiences. A review of the findings demonstrate that district support is paramount to sustaining change for teachers moving towards more inclusive social studies classrooms; racial and Share
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